Transcript Designated ELD Frame of Practice and Using Complex Text Part II

Multilingual and Multicultural Education Department
Elementary Designated ELD
Frame of Practice
Part 2: Mentor Text and ELD Objectives
1
Grounding - Mentor Text Match-Up
With a Partner:
•Read each text
•Match each text with one ELD
Standard and one Guiding Question:
– Which Part II standard and Guiding
Question best apply or do not?
Why?
– Have a Constructive Conversation
Mentor Text
Part II ELD Standard
Guiding Questions
Make a Mask
You can make a mask, too! First, get a plate. Cut holes into it.
Check that you can see.
Next, color the mask. Paste fun things on it. Soon you will have a
mask!
Last, tape a band on the back of the mask. Put the mask on.
Who are you?
Part II: How English Works
A: Structuring Cohesive Texts
1. Understanding Text Structure. (Expanding): Apply understanding of how different text
types are organized to express ideas (e.g., how a story is organized sequentially with
predictable stages versus how an informative text is organized by topic and details) to
comprehending texts and writing texts in shared language activities guided by the
teacher and with increasing independence.
Guiding Question:
Let’s look at the sentence.
What word tells you when the action is happening?
How does it help connect the actions?
Part II: How English Works
B. Expanding & Enriching Ideas.
4. Using nouns and noun phrases. (Expanding Level) Expand noun phrases in a growing
number of ways (e.g., adding a newly learned adjective to a noun) in order to enrich the
meaning of sentences and to add details about ideas, people, things, etc., with
increasing independence.
Swimming along, sometimes at great speed,
sometimes slowly and leisurely, sometimes
resting and exchanging ideas, sometimes
Guiding
Question: to sleep, it took them a week to
stopping
Let’s look at the sentence.
What
are the noun
phrases?home shore. During that time,
reach
Amos’
How does each noun phrase add details about…?
they developed a deep admiration for one
another. Boris admired the delicacy, the
quivering daintiness, the light touch, the
small voice, the gemlike radiance of the
mouse. Amos admired the bulk, the
grandeur, the power, the purpose, the rich
voice, and the abounding friendliness of the
whale.
Part II: How English Works
B. Expanding & Enriching Ideas.
3. Using verbs and verb phrases. (Expanding Level) Use a growing number of verb types
(e.g., doing, saying, being/having, thinking/feeling) and verb tenses appropriate for the
text type and discipline to convey time (e.g. simple past for retelling, simple present for a
science description).
Days were long and lonely. The hills spread out as
far as forever. Nights, me and Ma and my
brothers and Baby Betsy would sit out and wait for
a shooting star to sail across the sky. Once in a
while a crow flew by. That’s all the excitement
Guiding Question:
there was.
Let’s look at the sentence.
What kinds of verbs are in the sentence?
My brothers worked up some furrows. They
How do these verbs convey or show a sense of time?
planted corn and potatoes and beans. Then they
ran around climbing trees, skinning their knees.
But after all the water was fetched and the wash
was done, after the soap was made and the fire
laid, after all the beds were fixed and the floor
was swept clean, I’d sit outside our cabin door
with Baby Betsy, so bored I thought I’d die.
Norms
1. Presume positive intentions
2. Place inquiry at the center to allow for processing,
probing, and think time
3. Build a network through respect and support
4. Be prompt
6
Adapted from George Washington University
Guiding Principles
1. English Learners (ELs) are held to the same high expectations of learning
established for all students.
2. ELs develop full receptive and productive proficiencies in English in the
domains of listening, speaking, reading & writing.
3. ELs are taught challenging academic content that enables them to meet
performance standards in all content areas.
4. ELs receive instruction that builds on their previous education and cognitive
abilities and that reflects their language proficiency levels.
5. ELs are evaluated with appropriate and valid assessments that are aligned
to state and local standards and that take into account the language
development stages & cultural backgrounds of the students.
6. The academic success of ELs is a responsibility shared by all educators, the
family and the community.
English Learner Master Plan, 2012,
Pages 2-3
Agenda
•Welcome
•Grounding
•Homework
•ELD Objectives
•Closing/Evaluation
Learning Outcomes
• Continue to build understanding of the ELD Frame of
Practice for Designated ELD instruction
• Understand the connection between mentor text and
ELD Part II Standards
• Provide and receive feedback on a draft of a
Designated ELD Lesson
• Understand the connection between ELD Objectives and
the ELD Standards
© Zwiers, O’Hara, & Pritchard (2014)
Build “Into” and “From”
Content Instruction
Build “Into” and “From”
Content Instruction
•The language demands identified during
content instruction inform what needs to
happen during Designated ELD. The language
from content taken “Into” Designated ELD to
be explicitly taught.
•During Designated ELD we use the CA ELD
Standards for instruction. The new language
learning is taken “From” Designated ELD to
support successful participation in academic
tasks during ELA and other content areas.
Understanding Mentor Text
•A mentor text is from the selection that has
been used during ELA or other content areas,
after being read for students to get basic
comprehension of the selection.
•A mentor text can contain several connected
sentences (6-8) in which each sentence can
lend itself to teaching the ELD Standards that
have been selected to teach.
•The sentences should be complex and rich
enough to have discussions about the
structure, meaning, word choice, etc.
Creating Mentor Text Questions
Review
CA ELD Standard for Grade 4
Part II: Learning About How English Works
B: Expanding and Enriching Ideas
4. Using nouns and noun phrases (Expanding) Expand
noun phrases in a variety of ways (e.g. adding adjectives to noun
phrases or simple clause embedding) in order to enrich the
meaning of sentences and add details about ideas, people, things,
etc.)
Structure/
What?
Purpose/
Why?
Step 1: Turn the standard into a “focus question,”
e.g., How Do Noun Phrases Add Detail to a Text?
Mentor Text—Soap Bubbles
There are few objects you can make that have both the
dazzling beauty and delicate precision of a soap
bubble. Shown here at actual size, this bubble is a
nearly perfect sphere. Its shimmering liquid skin is five
hundred times thinner than a human hair.
Bubbles made of plain water break almost as quickly as
they form. That’s because surface tension is so strong
the bubbles collapse. Adding soap to water weakens
water’s surface tension. This allows a film of soapy water
to stretch and stretch without breaking.
Creating Mentor Text Questions
• Guiding Question #1: Read sentence #1. Look at the
noun phrases in bold.
•What words were added to the nouns?
•What details do they add to the nouns?
• Guiding Question #2: Read sentence #2. Look at the
noun phrases in bold.
•What words were added to those nouns?
•What details do they add to the nouns?
• Guiding Question #3:Read sentence #3. Look at the
noun phrases in bold.
•What were words added to those nouns?
•What details do they add to the nouns?
Wrap Up Guiding Question: How do all the noun
phrases enrich our understanding of the text?
Turn and Talk
•How do Part II ELD Standards and
guiding questions work together to
support successful interaction with
complex text?
•Share out
Homework - Processing
• Read your partner’s text, standards, and guiding
questions
• Annotate as you read and consider the following:
–Is the mentor text worthy of analysis?
–Does the standard selected match the text?
–Do the guiding questions focus on the essence of the
selected standard?
• Choose one mentor text. Have a Clarifying
Constructive Conversation around that text.
–Prompt: How would we use this mentor text during
Designated ELD?
•Repeat the process with the other mentor text
ELD Objectives
Developing ELD Objectives
ELD
ELD
Standards
Objective
Students will be able to (function) (ELD content) using (form/specific language) in
a (type of engagement activity).
Part I: Interacting in
Meaningful Ways
Part II: Learning How
English Works
Part II: Learning About How English Works
(ELD Content)
When analyzing a Part II ELD standard, ask yourself what is the
grammatical structure and why do we use this structure?
Part II:
B. Expanding & Enriching Ideas
3. Using verbs and verb phrases
a) Use a growing number of verb types (e.g.,
doing, saying, being/having, thinking/feeling)
with increasing independence.Structure/Wh
at?
b)Purpose/Wh
Use a growing number of verb tenses
y?
appropriate
for the text type and discipline to
convey time (e.g., simple past tense for
retelling, simple present for a science
description) with increasing independence.
Developing ELD Objectives
ELD
ELD
Standards
Objective
Students will be able to (function) (ELD content) using (form/specific language) in a
(type of engagement activity). Part II: Learning How
Part I: Interacting in
Meaningful Ways
English Works
Part I: Interacting in Meaningful Ways
(Type of Activity)
Part I: Interacting in Meaningful Ways
Guided Practice
Part I
A.Collaborative (Mode)
1. Exchanging information and ideas
Contribute to class, group, and partner discussions,
discussions
including sustained dialogue, by listening attentively,
following turn‐taking rules, asking relevant questions,
affirming others, and adding relevant information.
Developing ELD Objectives
Example
Students will be able to analyze verb tenses appropriate to text type and
disciplines to convey time using simple past tense and building on each
other’s ideas during paired and whole group discussions
discussions.
Students will be able to (function) (ELD content) using (form/specific
language) in a (type of engagement activity).
Part I: Interacting in
Meaningful Ways
Part II: Learning How
English Works
Developing ELD Objectives
ELD
Standards
Part II: Learning How
English Works
Part I: Interacting in
Meaningful Ways
Part II: Learning About How English Works
(ELD Content)
Part II:
Structure/
What?
6. Connecting Ideas:
Purpose/Wh
Combine clauses in an increasing variety of y?
make
connections
between
and toand
jointoideas
ways
to make
connections
between
join
ideas, forFunction
example,
to express
cause/effect
express
cause/effect
(e.g., She jumped because the dog barked.) with
Form/Specific
increasing independence.
language
Part I: Interacting in Meaningful Ways
Guided Practice
Part I
A.Collaborative (Mode)
1. Exchanging information and ideas
Contribute to class, group, and partner discussions,
discussions
including sustained dialogue, by listening attentively,
following turn‐taking rules, asking relevant questions,
affirming others, and adding relevant information.
Practice & Apply
• Identify the components of ELD Objectives using Part I and Part II of
New CA ELD Standards
Students will be able to (function)
(ELD content ) using (form/specific
Teacher Resources: Part II: Learning
Purposes for Using
How English
Language
Works
language) in a (type of engagement activity).
Part II: Learning
How English
Works OR other
sources
Part I: Interacting in
Meaningful Ways
• Collaboratively work with a partner to identify the different components
of the sample ELD Objectives
• Be prepared to share
Guided Practice
Example ELD Objective
Students will be able to express cause and effect by
combining clauses and joining ideas using specific terms
such as because of, since, therefore while working
collaboratively in a discussion with a partner.
partner
Students will be able to (function) (ELD content ) using
(form/specific language) in a (type of engagement activity).
Analyze ELD Objectives
Students will be able to (function) (ELD content ) using
(form/specific language) in a (type of engagement activity).
1. READ sample ELD objectives
2. Work with a partner to IDENTIFY the following:
 Function
(Circle)
 ELD Content
(Underline)
 Form/Specific Language (Box)
 Type of Activity
(Squiggly Line)
3. At the signal, join another pair to COMPARE your
responses
4. Be prepared to SHARE whole group
Independent Practice-Whole
Group Share
Sample ELD Objectives
Students will be able to (function) (ELD content ) using (form/specific language) in a (type of
engagement activity).
Students will be able to analyze how noun phrases enrich
the meaning of sentences by using complex sentences
during a small group discussion of a text.
Students will be able to explain how combined clauses join
ideas by using terms (e.g. because, since, therefore) and
by working with peers and presenting to a small group.
Student-Friendly ELD Objectives
Teacher Example for planning purposes;
Students will be able to analyze verb tenses appropriate to text
type to convey time using simple past tense and building on
each other’s ideas during paired and whole group discussions.
Example of student-friendly ELD Objectives:
I will analyze verb tenses that show time using simple past tense
and build on other’s ideas.
Example of student-friendly ELD Objectives:
1.
2.
3.
I will analyze verb tenses.
I will use simple past tense.
I will build on other’s ideas.
Student-Friendly ELD Objectives
Independent Practice
Students will be able to analyze how noun phrases
enrich the meaning of sentences by using complex
sentences during a small group discussion of a text.
© Zwiers, O’Hara, & Pritchard (2014)
Planning a Designated ELD Lesson
Read the Using Complex Text section of the ELD Frame of Practice
Develop your lesson based on Using Complex Text section
Select a Part II: Learning How English Works standard
Select a mentor text that exemplifies the linguistic feature of the selected Part II
standard
Turn the standard into a focus question
Identify examples of the linguistic feature in each sentence
Create guiding questions for each example
Write an ELD Objective
Remember to include a Constructive Conversation Skill to open the lesson
(Fostering Academic Interactions)
Remember to include the Differentiated Instruction and Wrap Up in your
lesson (Fortifying Complex Output)
Create a Flow Map of your lesson highlighting the essential components
from the Frame of Practice
Learning Outcomes
• Continue to build understanding of the ELD Frame of
Practice for Designated ELD instruction
• Understand the connection between mentor text and
ELD Part II Standards
• Provide and receive feedback on a draft of a
Designated ELD Lesson
• Understand the connection between ELD Objectives and
the ELD Standards